“Reflection is deliberate and structured thinking about choices.  It is an integral step to improving our practice.  Through reflection, we as educators, can look clearly at our struggles and consider options for change.”  (Taryn Sanders)  Reflection involves looking at student work to determine the efficacy of your instruction.  It’s a process of self-observation and self-evaluation.  Reflection comes in many forms including:

• written accounts of experiences (journal writing, blogging, self-reporting)
• audio/video recording of teaching to capture the moment-to-moment process of teaching
• collaborating with colleagues
• analyzing student work
• peer observation can provide opportunities for you to view other colleagues in order to expose yourself to different teaching styles and to provide opportunities for critical reflection on your own teaching

The most successful, highly effective teachers are reflective practitioners.  Following the teaching of your planned lesson, you will reflect upon your instruction and experience.  Teacher candidates should take advantage of mentor teacher and supervisor observations as an opportunity to receive constructive feedback that, if acted upon, will positively impact the planning and execution of your future instruction.

The Praxis Performance Assessment for Teachers (PPAT) Task 4 asks teacher candidate to video themselves teaching. This provides powerful insight into your teaching practices and habits.  It allows you to observe everything from your body language to your verbal language as well as interactions with students.  It enables you to monitor your effective implementation of professional instructional practice.  As a result of reflection you are able to identify an area for growth in future lessons. Reflect upon the processes used in your instruction and the classroom environment.  Note what went well and determine an area of your teaching to focus upon in the future.